If you ever see my desk you will find a bunch of sticky notes. They are not reminders so much as errant thoughts and little quotes I like enough to write down to ponder ~~while I avoid over work~~. In example:

“He doesn’t get mad when things are hard. He just works. And I think that’s something I don’t have and not enough people do have.” – John Green on his brother, Hank

Yesterday I was looking through the app from Cuethink and admiring how it seems focused on getting students to communicate their mathematical understanding. Many of the things I enjoy most in the math sphere involve articulating mathematical understanding. The Math Forum‘s Notice and Wonder. Number talks. Task Talks. Doing math with others. Listening to my niblings explain how they figured out a puzzle. Crouching down at a group’s table in class to just *listen*. The following sticky note resulted:

“I think adults sometimes forget what it is like to not know something.”

When I think back to most of my math classes in middle and high school, they were warmup, homework checkoff, lecture with 3ish examples, homework time. Pretty much every day. I have no memory of ever doing a project in math. Not getting math meant going in for help and listening to an explanation again. Watching a new example. Sometimes trying to explain my understanding was involved, but having so little experience articulating my own conception of mathematics that was usually a non-starter. Not knowing to knowing was just a matter of listening more carefully or repeating some more examples, no?

When I think back to my first few years in the classroom as a teacher I can say it looked a lot like that. But I still didn’t give space for student’s to articulate their understanding (at least not students beyond those with Hermione-esque tendencies). I went into teaching because I enjoy working with teens and I love math. I stayed in teaching because I started learning how to give space for students to communicate their understanding and found that listening was *fascinating*. Watching a student going from not knowing to knowing and figuring out their path is one of my favorite things. Especially when they take paths I would never see because I know.

I’m curious how many people out there yelling one thing or another about education and classrooms and educators remember what it’s like to not know something. Or perhaps it’s better to ask if they remember what it’s like to not know something and also not know how to get to knowing something. As much some claim school is about content I will argue it’s more about going from not knowing to knowing and the many strategies life will demand one learns to survive and do good and be awesome.

So what stickies do you have at your desk?